The Use of Conceptual Change Text toward Students' Argumentation Skills in Learning Sound

This research aim is to investigate the effect of Conceptual Change Text toward students' argumentation skills in learning sound concept. The participant comes from one of International school in Bandung, Indonesia. The method that used in this research is a quasi-experimental design with one c...

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Bibliographic Details
Published in:Journal of physics. Conference series 2017-09, Vol.895 (1), p.12169
Main Authors: Sari, B P, Feranie, S, Winarno, N
Format: Article
Language:English
Subjects:
Design of experiments
Learning
Physics
Skills
Sound
Students
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Summary:This research aim is to investigate the effect of Conceptual Change Text toward students' argumentation skills in learning sound concept. The participant comes from one of International school in Bandung, Indonesia. The method that used in this research is a quasi-experimental design with one control group (N=21) and one experimental group (N=21) were involves in this research. The learning model that used in both classes is demonstration model which included teacher explanation and examples, the difference only in teaching materials. In experiment group learn with Conceptual Change Text, while control group learn with conventional book which is used in school. The results showed that Conceptual Change Text instruction was better than the conventional book to improved students' argumentation skills of sound concept. Based on this results showed that Conceptual Change Text instruction can be an alternative tool to improve students' argumentation skills significantly.
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/895/1/012169